2012 Assessment Showcase Abstracts

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1 2012 Assessment Showcase Abstracts Open the DOR: Dialogues on Race Office of AHANA Student Programs Program Description and Goals DOR is coordinated out of the office of AHANA Student Programs, and is a collaboration with the Office for Institutional Diversity, Residential Life, and FACES. The goal of DOR is to build stronger relationships among students of various backgrounds, races, ethnicities, and beliefs, and to have them develop a clearer understanding of institutional racism and its continued impact on society. The program is free and open to Boston College sophomores, juniors, and seniors. There are approximately students, participating each semester. Structure and Activities Students meet for six consecutive weeks, for two hours each week, in a private residential lounge. Each session, participants discuss various issues as it relates to Race. Using articles, films, video, and their own experiences, participants reflect on; race at BC, their identity and how it shapes them, institutional racism, race in the media, and more. The sessions are co-facilitated by trained student and/or graduate student co-facilitators. At the end of the six sessions, the group then works on an action project to bring awareness to these issues. Sessions operate in the fall and spring semesters, and take place Sunday through Thursday evenings. Assessment Purpose The purpose of this assessment was to find out if participating students were benefitting and learning from the DOR experience. The assessment was given by OASP staff at the conclusion of each semester during the academic year, In addition to operational outcomes such as satisfaction and attendance, we also wanted to know specifically, if students were able to build community within their group, as well as get a clearer understanding of race and institutional racism. Lastly, we also wanted to know if students were more comfortable with initiating or having these conversations outside of the DOR setting. Process and Methods We used a survey containing 23 questions distributed at the closing ceremony of the program. The survey was separated into three sections. The first was about the co-facilitators preparedness, the second section was about session content, and the third focused on their experience. We then evaluated the results identifying any patterns, themes, and suggestions. Practice Interviews Career Services Program Description and Goals Students may schedule a one-hour practice interview session with our professional career advising staff at any time during the year. During the school year, students may schedule a practice interview with a student Peer Advisor. Ideally, students prepare for their practice interview, either by attending an interview workshop or by reading the interview resources on our website. Following a practice interview, the career advisor or Peer Advisor offers the student insights and suggestions on improving their interview skills. Learning outcomes The key learning outcome is that students will understand their interview strengths, know the skills that need improvement, and understand how to improve those skills. The rubric itself provides a concise description of exactly those learning outcomes/skills that students will need to succeed in their interviews. Assessment Method

2 The committee started with a rubric developed by the career center at the University of Michigan, but we made significant changes: 1. To make the rubric easier for staff and student Peer Advisors to use, we discarded the usual rubric structure of placing text in each column and replaced this with one list of behavioral indicators for each skill area (Verbal communication skills; Listening skills; etc.). 2. Because we were not filling each text box in each column, we actually had room to add more behavioral indicators for each skill area. 3. We were able to reduce the skill areas from six to five. 4. We replaced the commonly used categories of Beginner, Developing, Accomplished, and Advanced with Occasionally, Often, and Consistently, and we defined these words for the counselor and student. Evidence of Student Learning The funny thing about using a rubric is that, short of conducting some sort of before and after evaluations, there is no way to demonstrate learning. The rubric itself is the learning that is, partly through the use of the rubric, students are learning higher order communications and social skills. Possible changes based on results of Practice Interview rubric: 1. Changes to interview workshops emphasis on areas of weakness as identified through Practice Interview rubric. 2. Changes to focus on specific skills and concepts during practice interviews. 3. Changes to language of the rubric itself, based on feedback from counseling staff and Peer Advisors. 4. Further training for counseling staff and Peer Advisors on use of rubric, to standardize scoring and to enhance ability to use the use the rubric as a teaching tool. 5. Expanding the interview preparation services we provide to possibly include online interview workshops. Lessons learned, successes, challenges Patience bears fruit the team would meet and hammer out ideas and want to move on, but on reflection, we sometimes felt that we hadn t yet produced the best work possible. Contemplating the questions individually produced some great results that were then shared with and adopted by the group (e.g. altering the traditional rubric format). Program Individual Counseling and Psychotherapy University Counseling Services Program Description Individual Psychotherapy is the main program of University Counseling Services. The goal of individual psychotherapy is different depending on the client s presentation (and on the length of the treatment). In general terms the goals could potentially include: to improve their ability to cope with their presenting problem, to improve intra-and inter-personal functioning, and/or to support the student in being better able to engage more fully with their educational experience. Assessment Purpose The purpose of the current assessment is to see how early counseling sessions impact on psychological well being. We chose to focus on early change (at session 4) as many college counseling centers find that that up to 60% of their clients utilize 4 sessions or less. Student Learning Students who have had 4 sessions of individual psychotherapy at UCS will report a change (most often a reduction) in their psychological symptoms as compared to the beginning of psychotherapy in response to questions on the CCAPS-62 (Counseling Center Assessment of Psychological Symptoms).

3 Process and Methods The CCAPS-62 is a 62 item psychological assessment which was released in The original CCAPS instrument was developed at the University of Michigan. The current CCAPS-62 has been further developed by The Center for the Study of Collegiate Mental Health (CSCMH) at Penn State. The CCAPS-62 yields 8 subscales representing areas of psychological distress: 1) Depression, 2) Generalized Anxiety, 3) Social Anxiety, 4) Academic Distress, 5) Eating Concerns, 6) Family Distress, 7) Hostility, and 8) Substance Use. University Counseling Services administers the Counseling Center Assessment of Psychological Symptoms (CCAPS- 62) prior to a student s first intake meeting with a clinician. We administer the CCAPS-62 a second time to students at their fourth counseling session. The comparison of the first session scores to the fourth session scores will allow us to identify the ways in which early counseling sessions impact on psychological well being. The CCAPS comparison report calculates those subscales showing statistically significant improvement using the reliable change index. Results Approximately 1300 BC students seek psychotherapy or counseling each year. Students fill out an initial CCAPS at intake and then again at session 4. As of 4/6/2012 we have collected 1010 intake CCAPS and 349 session 4 CCAPS. The subscales which show greatest improvement indicating a reduction in symptoms are Depression, Academic Distress, Hostility, and Family Distress. The following chart (Figure 1) shows the percent of clients showing improvement on these subscales: Figure 1: CCAPS Subscales with Greatest Change at Session Academic Distress Depression Hostility 0 Subscales Family Distress Health Services University Health Services developed two assessment tools. The first evaluated student learning outcomes regarding knowledge gained during a health care visit. Students were educated on their rights and responsibilities as a patient through postings displayed on the UHS website, in the waiting rooms and in each exam room. These rights included the right to information regarding their health, that they understood the information provided to them and that they understood the recommendations for treatment and follow-up. Students were asked to fill out a brief assessment questionnaire utilizing ipod touch devices to collect responses and stored the data in CampusLabs application. Analysis of the data demonstrated that the majority of students had been educated by the provider and they expressed a clear understanding of the findings on examination, treatment regime and when follow-up was needed. The second survey tool collected information on reasons students don t schedule appointments, but rather walk-in to the Health Center for evaluation. During their walk-in encounter students were educated on how to make an appointment and the benefits of doing so. A follow-up survey was conducted and analysis of data revealed that behavior was statistically unchanged which may be explained by the individual variation of students seeking care. Ongoing education about the benefits of scheduling appointments continues with each encounter.

4 Office of the Dean of Students Within the Office of the Dean of Students, Community Standards conducted a quantitative study of student learning during administrative conduct meeting between a professional staff case manager and an accused student. Learning outcomes include an understanding that behavior impacts other individuals in the community, more severe sanctions will be imposed for incidents that occur in the future, and that decision making may impact future goals and participation in programs at Boston College, to name a few. After the raw data are collected a group of student affairs professionals will review the data and as a collective, invested group, determine implementation strategies for enhancements in our current system. Possible implications include new approaches to staff training, interviewing techniques, a case manager best practices handbook, and a review of desired learning outcomes throughout the conduct process. Data will also be compared from last year s assessment project. Program Resident Assistant (RA) Training Office of Residential Life Description RA Training spans approximately two weeks, and covers a myriad of topics including, but not limited to, floor community building, programming, resources around campus, mental health warning signs, crisis response/management, confrontation skills, diversity awareness, Jesuit values/mission and ministry, etc The program consists of large lectures, individual role playing, and smaller group discussions. Assessment Purpose The purpose of our assessment was to gather feedback in determining how competent our student staff would be able to support our on-campus residential population with efficient service, promoting a positive learning environment, and being positive ambassadors of the university to both internal and external constituents. Process/Methods We used various methods to gather feedback during and after training. In all we had two survey s (one at the end of each week), used three quick assessment techniques (Muddiest Point, Self Confidence Worksheet, and One Sentence Summary) during or after various sessions/components of training, and a Focus Group at the end of the Fall Semester. Results: Several reoccurring themes were captured during our assessment. The first was a sense that training was too long and did not efficiently utilize the RA s time. The second was to utilize the returning staff member s knowledge and experience more throughout training. The third theme was a desire for more hands-on and experiential training/learning rather than lecture sessions. The final theme that emerged was that the staff valued team bonding experiences and felt they could function as a team much more efficiently when they trusted each other. Proposed Changes/Student Learning To better enhance our training program and meet the needs of our students and department, we have proposed the following changes for this coming fall: 1. Shorten the overall length of training from 14 days to 10. This will help us to avoid the burnout factor in training sessions, especially at the end of the two weeks. 2. Increase Behind Closed Doors (BCD s) session from 3 to 4, being more intentional about what an RA may encounter on a daily basis rather than extreme circumstances. 3. In an effort to utilize returners we are spending the first day with them to train on mentorship, role modeling for new staff members, and putting together in hall training sessions to present during in hall staff time. 4. Rather than spend 1 overnight retreat towards the beginning of training, we are going to do at least three ½ day city or off campus excursions, to be determined by each staff and their supervisor to better meet the needs of the size/makeup of each staff. These will be spread out throughout training to continuously build a strong team dynamic.

5 Student Programs Office SPRING TRAINING 2011 In an effort to gauge student learning during the annual UGBC Spring Training, the Student Programs Office sought to assess the overall program in terms of student learning outcomes. The program itself is a one day training designed to encourage collaboration between organization branches, outline officer duties and expectations, and provide a framework for the year ahead. The purpose of our assessment, then, was to see how much information students were actually learning from the training. To do this, we administered a series of surveys throughout the day. We began with a pre-training assessment, included individual session satisfaction surveys, and concluded with a post-test assessment. We opted to make the pre- and post-training assessments very similar in order to directly gauge what students had learned. The results of the surveys were analyzed using SPSS, and the data will be displayed during the Divisional Assessment Showcase. Satisfaction surveys concluded that participants were pleased with the day overall. Learning assessments also yielded interesting results. Women s Resource Center Bystander Intervention Education is a one-hour presentation facilitated by student trainers and given to peers in classrooms and residence halls. The purpose of the program is to reduce the number of incidents of sexual violence on campus by encouraging students to (a.) stand up for one another to prevent incidents from occurring and (b.) report incidents as they occur. Learning Outcomes of the Bystander Intervention Education accomplishes this by teaching students: What sexual violence encompasses. To recognize their power in preventing situations that may lead to sexual violence. How to develop safe, effective, and personal plans to combat situations that could lead to sexual violence. The difference between appropriate and inappropriate behaviors, jokes, and images. To create a plan with friends and execute the plan if a situation arises that merits action. The role of professional bystanders (i.e., BCPD, SANet, University Counseling Services and University Health Services). Assessment Method Used Assessment tools include pre/post and 3-month post surveys. The pre survey gathered demographic data, location of presentation, alcohol consumption habits and information regarding past sexual violence training. The pre survey also measured student attitudes and understanding of sexual assault, rape myths, and likelihood of engaging in help seeking behavior. The post survey consisted of the same questions that measure student attitudes and understanding of sexual assault, rape myths and the likelihood of engaging in help seeking behavior as the pre survey so we are able to measure the degree to which the Bystander Intervention Education program changed student attitudes/understanding. The post also included an additional section that invited students to give their opinions of the content of the presentation (relevance, helpfulness). The 3-month post measured whether students behaviors actually changed. It invited students to reflect on scenarios and explain whether they intervened or not and why or why not.

6 Evidence of Student Learning Belief in Sexual Violence Myths/Readiness to Change: The pre/post survey contains 12 questions focused on measuring a student s belief in sexual violence myths, which corresponds to their readiness to change. The average of all pre versus post responses to 10 of the 12 questions indicate student learning, moreover, responses to 7 of the 12 questions indicate statistically significant learning (a change greater than.05) that likely occurred as a result of exposure to Bystander Intervention Education. Responses to the final 2 questions indicate that students are not grasping the irrelevance of clothing or flirting in an incident of sexual violence. This points to a clear need to alter the curriculum to reinforce these points. BC BIGS - Franklin Field Program Volunteer and Service Learning Center The Volunteer and Service Learning Center (VSLC) partnered with Big Brothers Big Sisters of MA Bay and Big Sister Association of Greater Boston to create the BC BIGS program. The Franklin Field Program is one part of this comprehensive program at Boston College. There are 43 BC students, 28 men and 15 women, matched as Bigs to Littles from the Franklin Field housing development in Dorchester, MA. The program is open to any BC student who applies and is accepted by Big Brothers Big Sisters of MA Bay or Big Sister Association of Greater Boston. The purpose of the program is to provide an opportunity to engage BC students in a one-on-one on-going mentoring relationship with a boy or girl living in the Boston area and to create a community of cooperation and conversation among BC students who are engaged in mentoring. The learning outcomes of the BC BIGS Franklin Field Program are to: Articulate one area of personal growth that has occurred as a result of being a mentor. Share one Big-Little interaction or experience that indicates the value of the mentoring relationship in a Little s life. Describe at least two challenges facing their Little on an on-going basis as a result of living in low-income housing in Boston. The assessment method to evaluate student learning will be 15 personal interviews with eight men and seven women BC Bigs, which will begin on April 10, 2012.

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